20031212 ioe poster conference

8/14/2019 20031212 Ioe Poster Conference

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DoctoralSchoolPosterConfe

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ecember2003


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Welcome from the Head of the Doctoral School

I am delighted to welcome you to the fifth Doctoral School Poster Conference.We hope that you will enjoy looking at the posters and will find material ofinterest to discuss with each other.

As Doctoral School staff we are strongly committed to providing researchstudents with opportunities to present and to discuss their work. The postermode of presentation is increasingly finding favour in national andinternational conferences and for very good reason. It provides an ideal

opportunity to engage in a range of presentations and to have informaldiscussion and debate in a conducive setting. We hope that our Conferencewill provide a forum for you to do so too.

I would like to thank all students for presenting posters, staff for theirsupport, and the staff of the Registry who help to make our twice-yearlyconferences happen and happen so successfully. The Summer Conference ison 25 and 26 June 2004 and I look forward to welcoming you to this event indue course.

Welcome to the 2003 Poster Conference and seasonal greetings to you all.

Professor Ingrid LuntHead of the Doctoral School


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Posters and Participants

Arts and Humanities

Jo PlumbMusic in the National Curriculum: anexamination of Key Stage 3 and GCSE Music

Gillian StunellHelp! Im not musical. Enabling the primaryteacher in music

Bedford Group for Lifecourse and Statistical Studies

Cathie Hammond The contribution of education to health

Culture, Language and Communication

Arlene ArcherRural village project: visual representations ofdevelopment

Chi-Tat ChanYoung people, subjectivities and mediaproductions

Colm CrowleyThats a bit gay! Promoting the concerns ofyoung dykes and poofs

Margot Farnham The impact of skills agenda on ESOL teaching

Claudia Lapping

A de-essentialised conception of gender:

Bernstein's 'unthinkable' and Lacan's'jouissance'

Tzu-Bin LinMedia education: theories and practices:comparing media education policies and a casestudy of Taiwan

Rob OliverRedesigning information: childrens use oftextual sources in multimodal researchprojects

Jenny ParkesChildrens engagement with violence: a studyin a South African school


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Posters and ParticipantsCulture, Language and Communication

Joan Samuel Intercultural Competency in English Art andDesign Education

Kostas Voros Video production in the primary classroom

Curriculum, Pedagogy and Assessment

David CameronInteraction between Key Stage 3 consultantsand teachers

Vivien CookAdvancing professionalism in medicaleducation: a view from the margins

Derek Nkata

Improving quality of classroom teaching andlearning in universal primary educationcontext: qualitative study of schools in MasindiDistrict, Uganda

Cilel SmithInterrupted schooling: the educationalpathway of refugee children

Early Childhood and Primary Education

Sue BodmanExploring interactions in a complex learningenvironment: reading recovery professionallearning

Michael FennellConstraints and parameters in teachers lives:a study of English language teachers inNicaragua

Educational Foundations and Policy Studies

Henry H L ChanA comparative study of markets' influence onthe private and public higher educationinstitutions.

Steven CowanNew sources for the study of historical literacyand reading in early industrial Britain

Simona DAlessioMaking sense of inclusive education in Europe:a cross-cultural perspective

Ayo MansarayTeaching assistants in multi-ethnic schools:roles, perceptions and practices


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Posters and ParticipantsEducational Foundations and Policy Studies

OConnor, Eileen Leadership and emotions: an exploratorystudy into the emotional dimension of the roleof the post-primary school principal in Ireland

Nicola Rollock

How black students become academicallysuccessful: an exploration of pupilsexperiences of schooling and the processesthat facilitate increased academic attainment

Nanik SuwaryaniEducational policy for children with specialneeds in Indonesia

Lifelong Education and International Development

Elfneh BarisoNew technologies: tools for wideningparticipation in learning?

Anastasia DimitriadouAn exploration of refugees experiences asadult ESOL students in FE colleges

Stanislaus Kadingdi

Improving teaching and learning in primary

schools in Ghana: implications for theprofessional development of teachers

Marion LongStamping, clapping and chanting: an ancientlearning pathway?

Rosemary Westwell Success factors in mature language learning

Mathematics, Science and Technology

Lyn HaynesYoung people in England and South Africa oncloning and other medical biotechnologies

Faezeh SeyedarabiTearing and sharing the web: avoiding themosaic effect in personalising e-learning


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Posters and ParticipantsPsychology and Human Development

Liz AlexanderAn exploratory study into the interpretation ofKodlys philosophy of music education byteachers working in England and Scotland

Laura BrazierImproving literacy and numeracy of youngoffenders

Sophia Cholidou

Chang-Hui HsuanA longitudinal and experimental study ofphonological awareness, oral vocabulary, andChinese reading acquisition of children inTaiwan aged between six and seven years

Evangelia KatsapiA study of the spelling performance of Greekdyslexic children

Hiromi TsujiDeveloping a communicative mind: alongitudinal study of pragmatic developmentin Japanese-speaking children

Wayne TennentDeveloping inference skills in reading throughexplicit teaching: a proposed intervention

Karl WallDo year 1 pupils and their teachers sharecommon interpretations of facial expressions?


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Index of Participants

Student's Name Page

Liz Alexander 1

Arlene Archer 2

Elfneh Bariso 3

Sue Bodman 4

Laura Brazier 5

David Cameron 6

Chi-Tat Chan 7

Henry H L Chan 8

Sophia Cholidou 9

Vivian Cook 10

Simon Cowan 11

Colm Crowley 12

Simona DAlessio 13

Anastasia Dimitriadou 14

Margot Farnham 15

Michael Fennell 16

Cathie Hammond 17

Lyn Haynes 18

Chung-Hui Hsuan 19

Stanislaus Kadingdi 20

Evangelia Katsapi 21

Claudia Lapping 22


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Tzu-Bin Lin 23

Marion Long 24

Ayo Mansaray 25

Derek Nkata 26

Eileen OConnor 27

Rob Oliver 28

Jenny Parkes 29

Jo Plumb 30

Nicola Rollock 31

Joan Samuel 32

Faezeh Seyedarabi 33

Cilel Smith 34

Gillian Stunell 35

Nanik Suwaryani 36

Wayne Tennent 37

Hiromi Tsuji 38

Kostas Voros 39

Karl Wall 40

Rosemary Westwell 41


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AbstractsofPresentations


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Liz Alexander Psychology and Human Development

An exploratory study into the interpretation of Kodlys philosophy of musiceducation by teachers working in England and Scotland

Due to the many faceted perceptual and cognitive training offered in the Kodly system of musiceducation, both teachers and observers have suspected that it has implications for childrens learningabilities in non-musical areas as well as musical ones. In Hungary, under Kodlys guidance, Kokas (1969)observed how normal school children receiving daily Kodly music instruction seemed to perform betterin reading and arithmetic, and also had better study habits than children who received less intensivemusic education. Further exploratory research in Hungary, also indicated the potential impact of Kodlymusic instruction on visual observation, spelling, language learning and movement. (Kokas 1969).

Hurwitz et al. (1975) conducted a study of the effects of a Kodly based music training programme onother areas of childrens learning with American children from middle-class communities. They suggestedthat first grade children who had received seven months of Kodly music training performed moreeffectively on spatial and temporal tasks, compared with matched controls.

In the UK, a pilot project carried out by a team of researchers in London in the late 1990s, claimedimprovements in pupils performance and attitudes to school generally, through the intervention of aKodly based music programme.

However, none of these studies describe any specific curriculum content contained in the Kodly musiclessons. This makes it difficult to evaluate the suggested claims of an improvement in other areas oflearning.

A survey of teachers working in different teaching settings in England and Scotland aims to build up apicture of how Kodlys philosophy has been adapted for use in a twenty-first century Britain. The surveywas confined to Reception and Year 1 age children.

Information was requested on: 1) description of teaching setting, 2) curriculum issues, 3) selection ofMaterial for Kodly work, 4) lesson structure, 5) lesson planning, 6) issues which the questionnaire hasraised and 7) details of the respondents qualifications and training.Questionnaires were sent to forty teachers working in five different teaching settings: state schools,

private schools, music schools, special schools and private groups. Twenty-seven teachers returnedcompleted questionnaires.

There were differences in approach between those teachers who had been trained by Hungarian tutors,and those who had been trained solely by British tutors. This affected curriculum issues and materialselection. Experience and continuation of training also affected alignment of lesson structure andplanning to Kodlys original philosophy. More detailed information will need to be sought from selectedrespondents on specific methodology before conducting a pilot study.

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Arlene Archer Culture, Language and Communication

Rural village project: visual representations of development

This study investigates an Engineering Foundation Programme for students fromeducationally disadvantaged backgrounds in South Africa. The challenge is to offerstudents from educationally disadvantaged backgrounds an empowering and criticalcurriculum, not just bridges to established norms. To this end, this study advocates thenotion of a reciprocal curriculum, an equality of cultural exchange where the resourcesthat students bring with them are validated. A reciprocal curriculum involves theutilization of available discourses, including those from students life worlds. This posterpresents the site of investigation a communication course with rural development asthe focus. The aim of this study was an attempt to understand students'representational resourcesas evidenced in students multimodal textual productions; tothink around ways of utilizing these in the curriculum; and to explore the potential andlimitations of these resources for access to academic discourse. Representationalresources are seen as "the means and practices by which we represent ourselves toourselves and to others" (Kress 1996: 18). The dominant discourses operating acrossthese posters involved viewing technology as an undeniable good; liberation rhetoric;

globalization and utopianism. This poster highlights the attempt to legitimateexperiential knowledge; provide students with access to disciplinary knowledge anddiscourse conventions; and enable students to critically engage with regulated genresand conventions (through the use of parody, for example).

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Elfneh Bariso Lifelong Education and InternationalDevelopment and

Mathematics, Science and Technology

New technologies: tools for widening participation in learning?

Many policy-makers and educators are promoting the use of new technologies, such asthe Internet and email, to bridge the learning divide.Critics argue that this approachcan exacerbate the learning divide due to the digital divide. The research question forthis study is, "To what extent can the use of new technologies facilitate or hinder adultslearning in a deprived urban environment?"

Rees et als (2000) learning trajectories model with Cross (1981) categories ofbarriers are used to analyse adults learning experiences and views. Department forTrade and Industrys (1999) new technology adoption model with Cross (1981)

categories of barriers are applied to examine adults attitudes and uptake of newtechnologies. The data was gathered through semi-structured one-to-one interviewsand focus group interviews with 95 adults and a survey questionnaire completed by 504respondents from the London Boroughs of Hackney and Waltham Forest.

The results of this study suggest that new technologies have the potential to addressbarriers preventing some adults from participating in learning, but they can also hinderthe participation of other adults. Therefore, this study concludes that the potential fornew technologies to assist widening participation is limited. It also suggests measuresto be taken at national policy, institutional and individual levels to overcomeinstitutional, situational, technological and dispositional barriers if the learning and thedigital divides are to be bridged.

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Sue Bodman Early Childhood and Primary Education

Exploring interactions in a complex learning environment: reading recoveryprofessional learning

This work-in-progress looks at a seminal aspect of Reading Recovery (RR) professionallearning for Tutors in the year-long Masters course at the ULIE. The live-lesson critiqueinvolves reflective discussions conducted whilst observing responsive teaching of a childexperiencing literacy difficulties, achieved by using a one-way mirror. This is anunusual teaching tool as the simultaneous observation and critique is conducted in real-time- a unique component as it enables the development of practical and conceptualknowledge about matching teaching to child capability and rehearsal of the fast, on-the-run reflection and response needed in teaching children in a RR programme.

My study explores how the live-lesson critique contributes to tutor learning oftheoretical and academic knowledge in addition to learning to use observations toengage teachers in critically evaluative and reflective processes to achieve teacher-change in both praxis and in their expectations for young literacy learners.

A longitudinal case study design is used to study change over the period of the one-year tutor-training Masters course at the ULIE.

Participant observations (inc. videos), interviews and course documentation are beinganalysed using the constant comparative and negative case analysis method (Strauss &Corbin, 1998).

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Laura Brazier Psychology and Human Development

Improving literacy and numeracy of young offenders

Youth crime is a prevalent social problem. Links between youth crime and exclusionfrom education are well established. Consequently, this group of young people haveserious problems with basic skills such as numeracy and literacy. Although directresearch evidence is scarce, it is hypothesised that a lack of basic skills has an impacton future employment prospects, and the probability of re-offending. There is also acomplex range of research findings regarding what works. There is a small, butgrowing body of literature, placing young offenders and learners at the centre ofresearch endeavours. These studies are using new and innovative concepts andmethodologies. The proposed study will use a variety of qualitative methods toexamine the underlying psychological mechanisms and processes interacting withinterventions aiming to improve literacy and numeracy skills of young offenders. It ishoped that the findings will both contribute to a sparse academic body of work andhave policy and practice relevance.

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David Cameron Curriculum, Pedagogy and Assessment

Interaction between Key Stage 3 consultants and teachers

This study will explore the relationships between teachers and consultants in schoolswithin the Key Stage (KS) 3 Strategy.

My methods in this project will be interpretive. I will follow characteristics of Mishlers(1986) ideas of narratives within interviews as well as using some ethnographictechniques in following my own work life as a consultant. Through these methods, I willexamine some of the characteristics of consultant-teacher relationships throughperceptions that teachers and consultants have of their work together. Specifically, I amlooking at the things within this relationship that have directly supported new actionswithin the classroom. In doing this, I am searching for deeper understandings of keyissues within teacher self-development and satisfaction.

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Chi-Tat Chan Culture, Language and Communication

Young people, subjectivities and media productions

My research attempts to explore the ways in which young people have exercised theirsubjectivities in their media productions situated in the context of Hong Kong mediaeducation. At present, media education in Hong Kong is not a subject in the formaleducation system, but there are various modes of practice developed by the formaleducation sector, the social service sector and the arts sector. Different contexts mayhave addressed young people in particular ways well before the youth have saidanything about themselves.

My aim is to map out the ways in which various contexts may have positioned youngpeople as well as the ways in which they have positioned themselves in due course.The diversity, density and hybridity of Hong Kong society may serve as an information-rich background that helps exploring the various conditions that substantiate mediaproductions in different ways thus contributing to the discussion of media education in abroader worldwide context.

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Henry H L Chan Educational Foundations and Policy Studies

A comparative study of markets influence on the private and public highereducation institutions

The language and ideology of markets re-emerged in the 1980s, when the BritishGovernment wanted the market to be the guiding philosophy of managing highereducation. The markets influence can be seen in the introduction of student fees, the

change in employment patterns of academics, together with the internationalisation andcommercialisation of knowledge in higher education. The commercialisation ofknowledge can be seen as a diversification of funding sources for higher educationinstitutions. The aim of marketisation in higher education is to rationalise the resourcesamong different institutions in relation to the mass higher education. Policy transfer andborrowing has been a part of globalisation. In Hong Kong and Singapore, policymakers wish to learn from the best practice of the world-class universities in the US andUK, and see how they are being influenced by the notion of markets.

The focus of my research will be a comparative study of markets influence on highereducation. The methods that will be used to understand how the selected highereducation institutions are being influenced by the market are interview technique anddocumentary analysis. Academics and administrators will be interviewed, while thedocumentary analysis will consist of institutional statistical figures, promotion materialand artefacts, etc.

The results obtained may not be generalisable, as only a small sample will be taken,and it is difficult to represent a diversity of higher education institutions across the USand UK. The findings will be relevant for Hong Kong and Singapore academics andpolicy makers, as how the world-class higher education institution operates may have abearing on their policy making process. The implication of this study is that

marketisation may have an effect on the direction in which higher education is heading,such as widening the access of higher education for the lower socio-economic group,without sacrificing the quality of higher education.

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Sophia Cholidou Psychology and Human Development

The present longitudinal study was undertaken to assess Greek kindergartenersconcepts about print. This paper presents specific evidence about kindergartenersdeveloping book knowledge. Fifty-four children who attended three kindergartenclasses located in suburban areas of Athens, Greece participated in the study. Thefollowing concepts were assessed at the beginning and end of the kindergarten yearbefore they entered primary school:

a) the beginning of the storyb) the end of the story,c) from the left to the right,d) from the top to the bottom,e) from the left page to the right page andf) line sequence.

The results of this study showed that overall there was an improvement in childrens

knowledge relating to concepts about print, though there were still children who hadpoor knowledge of CAP at the end of the year.

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Vivien Cook Curriculum, Pedagogy and Assessment

Advancing professionalism in medical education: a view from the margins

This presentation consists of extracts from a conversation between myself, amainstream educator and a clinical colleague, Dr Sandra Nicholson, on the nature ofprofessionalism in medical education. This collaborative exchange arose from my workfor the Foundations of Professionalism module on the EdD programme.

We considered my arguments that discourses of professionalism within medicaleducation often focus on the necessity of students acquiring the appropriateknowledge, skills and attitudes. Professionalism in teaching has not always been asubject for debate to the same extent. Medical education can be viewed asemphasising the importance of teaching theory and methods whilst neglecting thesocial and political context in which students learn and teachers teach. The particularcomplexities of being both a doctor and a teacher and how this impacts onprofessionalism also need consideration.

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Steven Cowan Education Foundations and Policy Studies

New sources for the study of historical literacy and reading in early industrialBritain

I am examining whether literacy rates were higher in some place in early industrialEngland than previously believed. In order to test this I want to examine new sourcesfor the history of literacy such as state archives.

I have chosen early industrial England because it was a time of massive transition andpeople's conceptions of what reading was, or what a book was, changed in importantways. I am particularly interested in reading communities as against the individualisticnotion we have today of the single literate reader with reading as a private act.

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Colm Crowley Culture, Language and Communication

Thats a bit gay! Promoting the concerns of young dykes and poofs

Researching the lives of school-age young people in Britain with same-sex attractionhas tended to throw up significant difficulties. The sparseness of relevant empiricaldata is therefore understandable, notwithstanding the contrasting prominence, in recentyears, of controversy surrounding changes in legislation affecting this population ofyoung people. So as to further an appreciation of issues of concern to todays lesbian,

gay and bisexual (LGB) teenagers, depth interviews were conducted with tenparticipants (aged 15-18) in an LGB Summer School held in London. Preliminaryfindings, focusing on themes drawn from participants narratives, are presented.Reflections on the relevance of a critical perspective in psychology to research in thiscontext are offered for discussion. (This case study is part of a more extensive study ofidentity formation in adolescents with same-sex sexuality.)

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Simona DAlessio Educational Foundations and Policy Studies

Making sense of inclusive education in Europe: a cross-cultural perspective

In this poster I will explore the issues of inclusive education in Europe with particularreference to Italy and England. The research aims to provide a critical analysis ofinclusive policies at a European level focusing on their implementation in two secondaryschools. The wider setting of the study is the general commitment of European Unionbodies and International Organizations (EDF, UNESCO, OECD) to move from thepolicies of integration of disabled students in mainstream schools implemented in the1980s to a new inclusive educational agenda. Although there is a general attempt todismantle segregated provision and to fight social injustice and discrimination, manystudents, in particular disabled people, still experience exclusion in educational settingsand in society.

The main research questions will be to examine and interpret European inclusivepolicies, to explore how they contribute to the creation of inclusive schools and toinvestigate how schools make sense of this international inclusive agenda given theirdifferent national and local challenges.

The data will be collected using a qualitative methodological approach, in particular twocase studies, along with documentary research analysis of international reports.Interviews and observations will be conducted along with the analysis of legal andschool documents in order to illuminate the complex patterns of the process ofimplementing inclusive practices.

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Anastasia Dimitriadou Lifelong Education and InternationalDevelopment and


An exploration of refugees experiences as adult ESOL students in FE colleges

English language acquisition is a major component of refugees integration into Britishsociety. Accessing free ESOL courses at FE colleges, refugee students are being placedin culturally and educationally diverse classrooms. Beyond language acquisition, thisenvironment provides not only opportunities for social interaction, but also for theencounter of British culture and societal norms.

Influenced by social capital theory, an attempt has been made to see the ESOLenvironment as a network that mediates benefits access to resources, informationsharing, norms and obligations, relationships and trust to refugee students throughlanguage acquisition.

Findings from a pilot study in two FE colleges provide information on demographiccharacteristics and educational experiences of ESOL students, their views on migrations

effects on identity, their experiences as adult students and the barriers faced by theirsocial or immigration status.

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Margot Farnham Culture, Language and Communication

The impact of Skills Agenda on ESOL teaching

The identification of a national skills deficit and associated remedial measures are atthe core of Basic Skills and ESOL initiatives. What skills are now needed by ESOLteachers to deliver Skills for Life to ESOL learners? Have these skills changed with theparadigm shift in ESOL provision and the changes in migration as a result ofglobalisation? Are the skills taught in classrooms different from the situated skills of theworkplace? How have these changes impacted on ESOL practices, professionals andprogrammes?

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Michael Fennell Early Childhood and Primary Education andCulture, Language and Communication.

Constraints and parameters in teachers lives: a study of English languageteachers in Nicaragua

Episodes in human lives may evoke the spectre of the mundane yet without them theknowledge of life is impoverished. This study that is ethnographic in intent looks at thelives of four Secondary School English Language Teachers in Nicaragua. It examinesthe parameters and constraints on their lives through a comparison of oral historieswith written documentation. The findings should enrich an area of knowledge whichWiddowson, the British Applied Linguist, deems to be lacking - that of how teachersoperate in their local context. Such knowledge sheds light on the trajectories of theEnglish teachers lives within their occupational sphere. These trajectories and theirguiding forces such as family, early schooling and university training are, arguably, ofrelevance when it comes to improving the Nicaraguan national syllabus. Moreover, theyare of importance in addressing the issue of appropriation of methodology, whichoriginates from Britain, Australia and North America (BANA), and in questioning the

rightness of imposing BANA methods and their course materials on countries in the

developing world. In addition, it is expected that English language teachers willrecognise and identify with some of the episodes in the participants lives a sense ofdj vu, which will perhaps, inspire and empower. The evocation of themesnecessitates the presence of a central theoretical thread. The thread is needed to tiethe themes together, pulling them in a common and intellectual direction towards therealisation of a global argument and contribution to knowledge. This is what the studylacks, perhaps because of a deficiency in the research questions too localised and toomundane. Consequently, the author is asking for the readers help - to take time toread the poster, to negotiate the research map and then to write their choice ofdirectional research questions.

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Cathie Hammond Bedford Group for Lifecourse and Statistical Studies

The contribution of education to health

There is consistent evidence to suggest that more educated people are healthier. The evidence alsosuggests that spending more years in education and achieving higher qualifications in itself leads tobetter health. If education has the potential to improve health outcomes, then policy makers andpractitioners should understand the inter-related processes involved.

The objectives of the research are:

To assess the extent to which education throughout the life course contributes to psychologicalhealth and wellbeing, health practices, and physical health.

To investigate the processes through which education affects these health outcomes, with anemphasis on the roles of immediate psychosocial outcomes such as changes in confidence, self-concept, aspirations, social attitudes, and social integration and responsibility.

To investigate how the impacts of education on health vary depending upon the characteristics ofthe learner and the type of education provided.

The programme of research involves a number of stages:

1. A literature review,

2. Qualitative fieldwork mapping out the diversity of relationships between education and health,3. Quantitative analyses assessing impacts of adult learning on a range of health practices and

wellbeing,4. Drawing together these findings and refining the research questions,5. Further quantitative analyses,6. Further fieldwork, but this time integrating qualitative and quantitative approaches.7. Drawing conclusions and discussion of implications for policy, practice, and further research.

I have completed the first four stages of the research. Here are some findings so far:

I have found consistent evidence that initial and continuing education can have important andbeneficial impacts on emotional resilience, wellbeing, mental health, health practices, and

physical health. Adult learning can have both transforming and sustaining effects. Education may act as a catalyst

and facilitator for change (a transforming effect), and may also protect mental health and well-being during periods of difficulty, or enrich stable and happy lives (sustaining effects).

In Britain, adult learning experienced during ones thirties during the 1990s did, on average, leadto the adoption of healthier practices. Effects on mental health and well-being were positive insome contexts, but negative in others.

Education can undermine as well as promote psychological health. These impacts can be minoror dramatic. Impacts of education depend on the match between the strengths, interests andneeds of the learner, and the type of education provided.

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Lyn Haynes Mathematics, Science and Technology

Young people in England and South Africa on cloning and other medicalbiotechnologies

Between May 1998 and July 2003 more than 1300 15 year-olds in a total of threeschools in each of England and South Africa were involved in research to ascertain theirunderstandings and perceptions about cloning and other medical biotechnologies. Thedata reveal that there are statistically significant differences between the countries andgender. An important aspect of this research was to ensure that the views of theseyoung people reach the public domain.

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Chung-Hui Hsuan Psychology and Human Development

A longitudinal and experimental study of phonological awareness, oralvocabulary, and Chinese reading acquisition of children in Taiwan aged

between six and seven years

The purposes of this study are to investigate (i) the relationship between individualdifferences in phonological awareness, oral vocabulary knowledge and reading abilityfrom the age of 6.5 to 7.5 and (ii) whether the individual differences in 6.5 to 7.5 year-old childrens phonological awareness and oral vocabulary knowledge can predict theability to read new semantic-phonetic characters.

A longitudinal and experimental study is designed to attempt to answer theaforementioned questions respectively.

According to the results of the pilot study, phonological awareness is more related toChinese vocabulary than character reading; and the Chinese tone detecting of ChinesePhonological Awareness is particularly related to Chinese vocabulary reading.

In the main study, 120 pupils from two primary schools in Taiwan will be tested twiceover a year, and of the 120 pupils, 60 will be deliberately chosen to participate in theexperiment.

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Stanislaus Kadingdi Lifelong Education and InternationalDevelopment and


Improving teaching and learning in primary schools in Ghana: implicationsfor the professional development of teachers

Teachers are the 'silent' recipients of policy, and yet the cardinal players in educationpolicy change process. The notion of talking to teachers as a means of understanding

the importance of educational policy is relatively new. This poster describes themethods used to gather data from primary school teachers in a disadvantaged district inGhana regarding a change in education policy. The poster attempts to summarise someof the teachers' experiences of educational change and richly presents their concernsand need for support in improving upon teaching and learning in basic educationschools. The specific influences of personal, organisational, and policy factors and howall these interact on the teachers work with less professional development support areexplored.

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Evangelia Katsapi Psychology and Human Development

A study of the spelling performance of Greek dyslexic children

This thesis is a study of spelling problems among Greek children who have beenidentified as being dyslexic. The theoretical underpinning of this thesis comes from

dual-route model of reading and spelling (Snowling, 1987); and is also informed byrecent developments in grain-size theory.

The aim of the project was to investigate the difficulties that Greek dyslexic childrenmay have in learning to spell; and by studying them to contribute to the generalunderstanding of literacy development across different orthographies. The sampleconsisted of 44 children divided into two groups: a control group with non-dyslexicchildren and a group with dyslexic children.

A repeated measures design was used as children were tested on IQ, self-esteem,memory, reading and spelling tests. The reading and spelling tests examine thechildrens ways of reading and spelling real and exceptional words, pseudo-words, poly-syllabic and homophonic words.

The results have shown some significant differences between dyslexic and non-dyslexicchildren in the investigated areas.

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Claudia Lapping Culture, Language and Communication

A de-essentialised conception of gender: Bernstein's 'unthinkable' andLacan's 'jouissance'

My thesis is an empirical study of undergraduate classes in two disciplines: AmericanLiterature and Political Thought. It describes the way the positions available tostudents are constructed in relation to both disciplinary methodologies and codes ofgender and class.

My poster will attempt to illustrate the derivation of the de-essentialised genderedterminology I am using within my analysis. I am using the terms 'masculine' and'feminine' to describe different relationships between the speaking subject andlanguage. Both Bernstein's conception of the 'unthinkable', as that which is excludedfrom codified knowledge, and Lacan's conception of 'jouissance' as that which isexcluded from the Symbolic order, are describing the same object. Lacan's genderedterminology, I would argue, has no necessary relation to a naturalised conception ofsex, but it is, nevertheless, more accurate and evocative than the gender-neutralterminology that Bernstein uses. The gendering of Lacan's concept is based on the

contingent but persistent social regulations that define sex as the primary mark ofsubjectivity. This prioritisation of sex in the construction of subjectivity means thatwomen may have much to gain from the maintenance of their 'feminine' exclusion fromknowledge, or codification of their experience, desires and interests. The same lack ofcodification may be far more uncomfortable for men, since they have nothing to gainfrom this 'feminised' position.

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Tzu-Bin Lin Culture, Language and Communication

Media education: theories and practices: comparing media education policiesand a case study of Taiwan

This research aims to explore the practice of media education in the context of Taiwanscurrent educational reforms, which include the introduction of media education at alllevels of the educational system from primary school to the university. The researchwill focus on three dimensions:

1) the process of policy making and the roles that different social agents play;

2) the dialectical relationship between global models of media education (primarily fromthe US, Canada and the UK) and local models;

3) the initial implementation of media courses and the responses from media teachersand students.

The research will draw upon relevant work in the sociology of educational policy and

debates about globalisation in education, as well as on research in media education. Itwill involve the analysis of policy documents, curriculum materials and other relevantliterature, in-depth interviews with policy-makers, teachers and other stakeholders, andsome carefully targeted observation of classroom practice.

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Marion Long Lifelong Education and InternationalDevelopment

Stamping, clapping and chanting: an ancient learning pathway?

In this poster I present the procedures and findings of a preliminary and exploratoryinvestigation into learning difficulties that may be associated with issues of timing and,in particular, those that are associated with a weak sense of metrical pulse. Thelearning difficulties that are of interest here are approached in terms of fluency, bothin the reading of text and music notation. The school children participating in theintervention activity under investigation in this study were required to metrically stamp,clap and chant, while reading music notation, for ten minutes each week for 6 weeks.

This investigation is theoretically underpinned by a model of temporal integration,developed to account for previous theories concerned with movement and learningbehaviours and also recent neurological studies concerning temporal regulation.

The statistically significant findings of the study so far, are presented for discussionregarding improved reading comprehension, and therefore reading fluency. These

findings suggest that by participating in the intervention activity, school children with aweak sense of metrical pulse benefit from increased temporal integration, demonstratedby improved reading comprehension scores.

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Ayo Mansaray Educational Foundations and Policy Studies

Teaching assistants in multi-ethnic schools: roles, perceptions and practices

Teaching Assistants, or more commonly classroom assistants (CAs), are pivotal to thegovernment's restructuring of teachers' roles and workload in primary schools; yet CAsare undervalued and under-researched. My study focuses on CAs in Key Stage 2,investigating the dialectical relationship between CAs and teachers, how theyrespectively perceive their roles, the tensions (micro-political or otherwise) and thedramas. What are their main tasks and responsibilities within primary schools and whatimpact is their work having in terms of processes of inclusion/exclusion? Also, whatcontribution does ethnicity, gender and cultural background make to the nature of therole and its performance by CAs? Furthermore, how can the CA be theorised inacademic discourses vis--vis teacher professionalism, the new managerialism, schoolcultures, etc.?

I intend the research design to be a two-school case study. This builds on a preliminarystudy I conducted (for my MSc) looking at a small sample of CAs in Hackney. Thisposter offers an initial interpretation of those findings.

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Derek Nkata Curriculum, Pedagogy and Assessment andCulture, Language and Communication

Improving quality of classroom teaching and learning in universal primaryeducation context: a qualitative study of schools in Masindi District, Uganda

The poster relates seven aspects of my research in the area of improving quality ofprimary classroom teaching and learning in a situation of expanded access due toimplementing the Universal Primary Education programme.

The aspects portrayed in the poster are the: Research problem Research topic Research objectives (main and sub-objectives) Research questions (main and specific questions) Research context Research participants Methods of data collection (primary and secondary sources of data)

Photographs showing classroom settings, environments, events and happenings areincluded.

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Eileen OConnor Educational Foundations and Policy Studies

Leadership and emotions: an exploratory study into the emotional dimensionof the role of the post-primary school principal in Ireland

This research study is situated in the Irish education context where in recent decadesthe rapid pace of ongoing change in education has impacted significantly on post-primary schools and their leaders. International research highlights the need for agreater emphasis on the affective dimension of leadership and the need for anincreased awareness among school leaders of this aspect of their role. It indicates thatthe emotional experience of leaders is rich in its potential to assist us in deepening ourunderstanding of leadership.

This study is exploratory in nature, based on a sample of four interviews. It examinesIrish post-primary principals perceptions of and attitudes to, the emotional dimensionof their role as school leaders and explores how this impacts on their well-being andwork. It is envisaged that the process and findings of this small-scale research willinform and assist in the design and modification of a future larger study.

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Rob Oliver Culture, Language and Communication

Redesigning information: childrens use of textual sources in multimodalresearch projects

This poster summarises one aspect of my ongoing work on childrens research projectsin the final years of primary school. The study is part of a broader enquiry into the roleof intertextuality, and in particular practices of citation, in literacy learning. The workfeatured here focuses on the materials, technologies and designs used by children toappropriate information from texts such as web sites, reference books and CD-ROMs,and how appropriated or cited elements (chunks of text, phrases, images, designformats) are taken over and reworked in new texts. The poster presents examples fromone research project, examining in detail how material textual sources, in both verbaland visual mode, are drawn on, integrated and transformed. I also attempt to outlinethe theoretical and methodological challenges involved in researching literacy from anintertextual and multimodal perspective.

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Jenny Parkes Culture, Language and Communication andEducational Foundations and Policy Studies

Childrens engagements with violence: a study in a South African school

In the aftermath of apartheid, violent crime figures in South Africa are amongst thehighest in the world, and this study explores childrens experience of living in violentneighbourhoods. Through working with children in one primary school, I am exploringthe construction of beliefs, practices and perceptions about violence.

This poster will give an overview of the study, and will report on one strand of theanalysis how children talk about the violence in their neighbourhoods. I will showhow, like a magnet, violence both attracts and repels, and will consider how childrenresist the pull of violence.

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Jo Plumb Arts and Humanities

Music in the National Curriculum: an examination of Key Stage 3 and GCSEMusic

Music is a foundation subject and therefore an area of compulsory study within theNational Curriculum at Key Stage 3 (pupils are 11-14 years old). When given the choiceto complete an optional examination course in music (GCSE) the vast majority of pupilsdo not. This is especially true of male students. This research begins to investigate whymusic has become a minority subject and to what extent 'perceptions of femininity'cause a loss engagement and motivation for male pupils in school music. Quantitativedata, in the form of examination entry and pass rates from 1999-2003, is analysed.Qualitative data, including self-reported musical identities and experiences of pupils, ispresented. The aim is to produce an initial picture of pupil attitudes to school music andthe impact of Key Stage 3 experiences on subsequent subject choice age 14.

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Nicola Rollock Educational Foundations and Policy Studies

How Black students become academically successful: an exploration ofpupils experiences of schooling and the processes that facilitate increased

academic attainment

Despite agreement by academics and policy makers that Black pupils do not attainequally in relation to their White (and Indian) peers, research that examines theopposite side of the equation - Black pupils and academic success - is rare.

This research explores the school processes that facilitate the academic success ofBlack (African Caribbean) secondary school students and seeks to understand howthey perceive their educational experience.

Teachers, support staff and pupils were interviewed at times convenient to the schooland individual workload over the course of an academic year. The pupils, boys andgirls aged 14 to 16 and from a range of ethnic backgrounds, had been identified by theschool as academically successful.

The findings will add a much-needed new perspective to current academic and policydebates regarding Black students and attainment and may suggest new ways for publicauthorities to abide by the legal imperative to promote race equality. These outcomeswill have long-term benefits for the increased attainment and subsequent life chances ofBlack pupils.

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Joan Samuel Culture, Language and Communication

Intercultural Competency in English Art and Design Education

The thesis examines the proposition that the intercultural aspects of English arteducation require greater attention than is currently given to them. The enquiry isframed in a constructivist methodology and research questions are addressed inthree text-based, historiographic narratives, supported by findings fromethnographic enquiries made in art educational settings. These competingnarratives on competency in teaching about English/other visual culture are seen ascoexistent in the post-modern, intellectual climate; they are differentiatedepistemologically as: positivist/traditionalist, critical/emancipatory and post-colonial/post-structuralist, and they are positioned in a non-hierarchical relationship.Ultimately, four competency criteria are identified, but it is concluded thatintercultural competency in English art and design education is best recognised whenart teachers performance engages with is best recognised when art teachersperformance engages with the dilemmas which arise when competing narratives,such as those described, meet. Recommendations are made regarding strategies forpromoting intercultural competency in the English context through art teachereducation.

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Faezeh Seyedarabi Mathematics, Science and Technology

Tearing & Sharing The WebAvoiding The Mosaic Effect In Personalising E-Learning

In order to conduct this research we have asked the following questions:

1. How can we diagnose an object on the web into content and presentation, forthe purposes ofreusing and sharing?

2. How can we THEN use this information to Personalisethe Content as well asthe Style Sheet by using the User Profile?

Therefore, on the poster I will be discussing issues with regards to E-learning, WorldWide Web, The Mosaic Effect, The Relationship the Separation of Content fromPresentation and its relation to personalisation in E-Learning.

For example:

Lets assume that you are looking for a particular course like Leaning how to make

web pages using HTML codes. The first thing that might come to your mind wouldbe to search the web.

Therefore, you type in your query and click on the search button. However, yourealise that there are many web sites that you must look into one by one, in order tofind your preferred course. This process can be time consuming, costly and aboveall, it will be a stressful task to perform. But what if the content and the style sheetwere personalised to suite you?!

Meaning that after you type in your query and click on the search button, you only

get the information on courses/classes that teach how to create a web pages usingHTML codes (course information) that you wan and need, like extra classes inEnglish if English is your second language, nursery school for your child, travelinformation from

t

your home to the college etc, (Personalising The Content).

What's more, the content will be presented in the style that you like e.g. in a specificfont, colour, size, layout, language etc, (Personalising the Presentation).

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Cilel Smith Curriculum, Pedagogy and Assessment

Interrupted schooling: the educational pathway of refugee children

The poster sets out to provide an overview of the educational pathway of the refugeechild. It focuses on the pre-migration, the journey, post-migration and arrival in theUnited Kingdom. The pathway is highlighted in the text boxes. They provideinformation of the three phases, the reason for fleeing their country of origin andeducational provisions available in the country of origin, the neighbouring countries andrefugee camps. The third phase and textbox focuses on the social, emotional andeducational factors influencing their schooling in the United Kingdom.

It is hoped by providing an account as quoted by refugee children, that the reader willget an insight of the three phases of the pathway as described by the refugeesthemselves. Their account of their experiences in schools in the United Kingdom willlead to reflect what the education department and government is doing or not doing tocontribute and address the interrupted schooling of refugees in the United Kingdom.

A definition explains who the refugees are and the legal explanation of a refugee and

asylum seeker. The educational pathway of refugees forms part of the first chapter ofthe literature review as a background to refugee children and their interruptedschooling.

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Gillian Stunell Arts and Humanities

Help! Im not musical. Enabling the primary teacher in music

Many generalist primary teachers in English schools are unhappy about teachingcurriculum music to their classes. A pre-pilot interview survey found that teachers saythey lack confidence in the classroom music context.

The research proposes that this context is formed by political, economic, educational,cultural and musical discourses within society. To each of these the teacher has aprofessional, a musical and a personal relationship.

The research question is: how do English primary school teachers perceive theirposition in relation to music and to the policy context in which they are expected topractise?

The case study methodology with four teachers uses informal interviews, observation,and video-recordings of their classroom music sessions.

Preliminary findings suggest that these teachers lack confidence where they have poormusical self-belief or where they lack musical subject knowledge.

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Nanik Suwaryani Educational Foundations and Policy Studies

Educational policy for children with special needs in Indonesia

Despite the high enrolment rate (95%) at the primary school level, the completion rateis still as low as 70% as a result of high repetition and drop out rates. Pupils who havehigh potential in dropping out are those with special needs. This study examines twomain questions, what policies regarding education provision for children with specialneeds at the different levels of government are currently in effect and how theseinfluence schools in supporting these children.

The method of inquiry is basically using a qualitative approach. Interviews withteachers, head teachers, policy makers, and disabled activists were conducted at thefirst stage of data collection.

Initial findings suggest that the only policy for disabled children exists at the nationallevel. No support is provided by the government for mainstream schools to enablethem to include children with special needs (including disabled pupils).

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Wayne Tennent Psychology and Human Development

Developing inference skills in reading through explicit teaching: a proposedintervention

It is acknowledged that there are two components to reading: word recognition andreading comprehension. Recent research has highlighted ways to improve poor wordrecognition.

However, there are further constraints beyond structural awareness that impact uponreading comprehension, attested to by the fact that some children have adequate wordreading but poor reading comprehension. Numerous studies point to the central role ofinferential processing in reading development suggesting that if inferences are notdrawn then understanding cannot take place.

The Reciprocal Teaching (Palincsar & Brown, 1984) method of guided reading has beenused successfully to develop specific reading comprehension skills but not specificallyinference making. This proposed study will attempt to discover whether the explicitteaching of inference skills through Reciprocal Teaching can lead to improvements in

childrens abilities to make inferences. This will be judged against the current methodof guided reading promoted by the National Literacy Strategy.

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Hiromi Tsuji Psychology and Human Development

Developing a communicative mind: a longitudinal study of pragmaticdevelopment in Japanese-speaking children

This poster describes the process by which young children develop ways ofcommunicating with their caregiver at the beginning of their second year, with aparticular focus on the period before they have developed substantial verbalcommunicative acts.

This study has identified a dramatic increase in the childrens ability to engage in jointattentional episodes during the second year, which appeared before an increase of theirlinguistic competency. This paper argues that the communicative exchanges that thechildren experience during the pre-linguistic period plays a key role in constructing thefoundation that guides them to use language in order to communicate with others.

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Kostas Voros Culture, Language and Communication

Video production in the primary classroom

The aim of this study is to investigate the place video production work can have withina primary media education framework as (a) a means for children of upper primaryschool age to appreciate the affordances of the medium and understand theconventions of media language and (b) as a space within which they can expressthemselves and explore their identities.

Questions that will be addressed include:

1. How do children draw on media genres when they do video production?2. What happens when the passive knowledge becomes active and how do children

use it?3. How do children choose to represent themselves and other people through their

production?4. How do children use media language in their production?5. How do they debate about and eventually choose shots, camera positions and

movements, lighting, music, editing etc?6. How can the process of discovery in the use of media language make them able to

communicate what they want to communicate?

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Karl Wall Psychology and Human Development

Do year 1 pupils and their teachers share common interpretations of facialexpressions?

Common facial expressions are thought to have universal interpretations by someworking in the field of gesture research. As part of a larger research projectinvestigating teacher and young pupil use of gesture in grouped work, a supportingstudy was undertaken, to explore this possibility. Participants (66 pupils and 31teachers) interpreted the expressions of young children shown in a series of 12naturalistic photographs taken from a publicly available collection. Participants werefree to use any words to interpret the various expressions apparent in the photographs.

Contrary to expectations, teachers and pupils were only consistent in theirinterpretation of two expressions, those relating to Happy and Sad faces: pupils inparticular showed a wide range of conflicting interpretations of other expressions. Asfacial expression can mediate mutual understanding in face-to-face interaction, theimplications of these findings are assessed in relation to teacher classroom practice.

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Rosemary Westwell Lifelong Education and InternationalDevelopment

Success factors in mature language learning

Objectives:

The primary objective is to determine that a mature student can learn a languagesuccessfully and to determine the most significant factors involved.

Design (including rationale):

Diary entries provide detailed, reflective comments that are firsthand and thereforeclose to the truth. Thus, the design of this study consists of: An analysis of the diary of a mature student learning Spanish as a beginner. An analysis of a questionnaire completed by other mature second language

learners and Qualitative analysis and comparison of data.

Methods:

Twenty factors believed to contribute to successful language learning were isolated.These were incorporated into a reflective learner diary in which the language learnercomments on them as relevant. The effects of these factors are analysed using datafrom the diary, literature and questionnaires.

Results and Conclusions:

The final analysis will point to the most important factors in successful language

learning for a mature language learner.

20031212 ioe poster conference

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